Education & Pedagogy

Although initially it was wise for local, State, and national debate and action to forge a definition of career education, the time has come to identify the common threads in career education implementation in ways that are clear to the general public. The need to clarify and emphasize relationships between education and work for all persons and the need to make work a more meaningful part of the total lifestyle of all persons lie behind the career education movement. Career education itself can be defined as all the activities implied in the two words through which one learns about and prepares oneself for work, the conscious effort aimed at producing benefits for oneself and/or career education. Infusion signifies attempts within the educational system itself to make education a preparation for work. Collaboration designates the cooperative effort between the educational system, the business-labor-industry-professional-government community, and the home and family structure. Problems of cost and obstacles to success, if approached with flexibility and optimism, can be favorably resolved. (Author/JR)

The purpose of the 1975 yearbook for professors, teachers, and students of business education is to foster a better understanding of the foundations of education for business by insuring a better understanding of the business world and its underlying economic principles. Each of the 50 contributing authors to the yearbook were selected because of interest in and knowledge of a particular field. Part 1, Economic-Related Foundations, includes a concise history of the economic contributions of eight eminent economists as well as a discussion of basic economic principles and systems. Part 2, Business-Related Foundations, discusses the American institution of business and its component areas. Differing views of the business world as judged by management, labor, and the consumer are also included. Part 3, Social-Related Foundations, delves into the philosophical, psychological, and political foundations, and Part 4, Education-Related Foundations, discusses the contributions of the various levels of education and major types of organizations to education for business. (Author/EA)

University education departments and teacher educators are not presently providing the innovative reform-minded milieu necessary to develop vital, deeply committed social studies teachers. Education degree programs are remarkably similiar in course requirements and format, emphasizing traditional lecture oriented courses and student teaching. Obstacles prohibiting the reform of education curricula include the ivory tower attitude of teacher educators, the growing distrust of practicing teachers toward teacher educators not involved in the day-to-day operations of the school, the intransigeance of the university to reform itself, and the resistance of youth to new approaches in education designed to change their present outlooks. Possible reforms to the current system include more direct involvement of education students in the public school system prior to their graduation. This innovation in turn requires greater involvement of teacher educators in the public school system. The teacher educator, committed to developing more innovative teachers, must spend more time in the field developing programs and school milieus conducive to creative teacher training and preparation. (Author/DE)

This study undertook a systematic analysis of the position of special education director in Minnesota. Position analysis allows for a detailed cross-section analysis of a position in terms of authority and responsibility within an organization. The current study was conducted to determine the special education director's current operations tasks, his necessary behaviors, skill, knowledge, and attitudes. The task analysis revealed the main areas of the position fell under the following headings: procedures and policy making; program planning, research, and evaluation; organization and pupil services; personnel administration; school operations; office work; relations with the community; and budgeting/accounting. The analysis indicates that the position should include a master's degree in educational administration and/or special education, experience in public school administration, and training in program design and certification as required by the Minnesota State Department of Education. Also suggested is a basic understanding of the special education system; child development; laws, regulations, and guidelines pertaining to special education; local school organization; and community resources. (Author/IRT)

The study summarizes the information collected from 1960-70 industrial arts teacher education program graduates in four New York State institutions which offered a program. Questionnaires were sent to 2,523 graduates of which 1,796 were returned. Information was collected regarding their employment patterns, economic and social factors that affected their career choices, and educational patterns. Most program graduates were employed in education (96 percent) upon program completion. Data are analyzed and compared for graduates who were currently employed in education (84.3 percent) and in business or industry (12.1 percent). Those who left education found employment in the professional, technical, and managerial fields. Conclusions based on the data showed that both groups of respondents came from comparable home backgrounds, they were influenced by similar conditions in their decision to enter the program, they had similar familial occupational patterns, and graduates employed in education obtained more postbaccalaureate education and earned less than graduates employed in business or industry. The survey form used for the study is appended. (EC)

This paper reports on a survey of the need for inservice metric education and for greater emphasis upon metric education in mathematics methods courses in Nevada. The report is based upon data from two types of questionnaires. One questionnaire surveyed the need for metric workshops. The second questionnaire surveyed the present knowledge of the metric system. Both questionnaires were administered to a random sample of elementary, junior high, and high school teachers in Nevada and to elementary and secondary mathematics method students at the University of Nevada, Reno. The paper contains eight tables comparing the data from these two questionnaires. Each table is followed by separate conclusions. In general, it is concluded that there is a need for metric workshops for elementary teachers of Nevada and that more amphasis should be incorporated into elementary mathematics methods courses. Furthermore, it is recommended that a relevant comprehensive questionnaire be prepared and administered to secondary mathematics and science teachers in order to verify the need for further metric education. (BW)

A selection of 26 operational linkage programs are described in the supplemental document, providing career education practitioners with examples of program development and operation in the area of school-work relationships. The programs are grouped under four categories and in terms of their relationship between education and work: (1) communication, programs that open avenues of information exchange; (2) participation, programs that facilitate recommendation and advice exchanges; (3) substitution, programs that periodically replace school setting or teacher with workplace and supervisor; and (4) integration, programs that aim toward making education and work a single process. Individual program discussions include title, contact persons, location, specific problems addressed, intent, specific program description, educational level and type, history, organizations involved, funding, and impact. An index is provided which cross references each program by its educational level and the service it primarily provides, including: curriculum, evaluation, guidance, manpower utilization, and planning. (LH)

This Spanish edition reports on the Aspira National Think Tank Conference attended by educational leaders and social scientists representing the major bilingual communities namely, Puerto Ricans, Mexicans, and Cubans. The conference studied four major topics: (1) equality and not similarity, theory, rationale, and objectives of bilingual education; (2) development of a model for bilingual-bicultural education, (3) the preparation of bilingual-bicultural personnel, and (4) legal focus on bilingual-bicultural education. Each topic is followed by a summary of the discussion proceedings. Definitions for bilingualism, bilingual instruction, biculturalism, bilingual education, and bilingual-bicultural education were developed in this conference. Twelve recommendations proposed in the conference included the establishment of a coalition to examine the common problems of Chicanos, Puerto Ricans, and Cubans, an amendment to the U.S. Constitution assuring bilingual education as a basic right, and the dissemination of ideas and experiences to government agencies, school districts, and communities to mobilize them into action for bilingual-bicultural education. (AM)

This monograph deals with the subject of school-community-based teacher education, and states that it is designed to broaden the future teacher's clinical experience and is oriented toward involving more concerned and knowledgeable groups in the community power structure. The monograph is written in the form of 18 questions with detailed answers, and some of the topics covered include (a) why such education is necessary and desirable, (b) judicial decisions and Equal Employment Opportunities Commission guidelines, (c) personnel licensing, (d) forms of school-community based teacher education programs and how to develop them, (e) cost of the programs, (f) how to gain support for the programs, (g) how to assess community-school teacher education centers, (h) governance, (i) recruitment and education of teachers and administrators, and (j) staffing of community-school teacher education centers. The catalog of examples discusses models for (a) governance, (b) financing, (c) structure, (d) process, and (e) staffing. The appendix lists the addresses of persons who provided the sample of programs used in this document. (RC)

This list of materials from a Teacher Corps Materials Fair is basically intended for use by teacher educators, and includes items dealing with many important aspects of teacher education. The first section is an annotated list of books, booklets, pamphlets, and papers published since 1968, some of which cover the following topics: (a) inservice education, (b) internships, (c) open classrooms, (d) futures of education, (e) competency based teacher education, (f) staff training and development, and (g) racism, desegregation, and minority groups. The second section contains protocol and training materials which basically concern improving teaching skills. Each item is described, addresses are provided, and some prices are listed. Section three is a list of films and filmstrips which cover a wide variety of topics in education. Each entry includes a description, the length of the film, and the address of the distributor. The last section contains an annotated list of kits, programs, and training systems which cover (a) character education, (b) human relations training, (c) staff development, and (d) reading. (RC)

Brief descriptions for 45 ESEA Title III projects operating during the 1974-1975 fiscal year are given. Eighteen of these projects have completed their first year of operating with Title III funds. Among these are improving secondary reading, advisement, education by objectives, career education, tapes and techniques for underachievers, early childhood, parent and child enrichment, individualized mathematics, and improved communications. Systematically designed career education, home centered early childhood, learning disability laboratory, individualized instruction for the handicapped, skill training special education students, and complementary instructional motivational programs are among the 15 programs that have completed their second year. Twelve projects have closed out Title III funding and are now totally the responsibility of the local district. These comprise upgrading reading in content areas, drug abuse prevention education, area school vocational guidance, prevention, diagnosis of reading problems, right to read, and early-expanded education for auditorially impaired. Capsule summaries of 14 new projects that began operations in July 1975 are also given. (AM)

The ten papers, divided in two parts, focus on a number of basic child development concepts that appear to have some application to the education of young children with special needs and describe characteristics of young exceptional children. Entries include the following titles and authors: "Human Development and the Process of Education" (N. Anastasiow); "Current Issues in Early Childhood Development and Some Implications for Teacher Training" (F. Horowitz); "Cognitive and Perceptual Development in Children" (W. Rohwer, Jr.); "Some Limitations Upon Spoken and Written Language Learning and Use" (F. Smith); "Early Childhood Social and Emotional Development--Relationships and Task Orientation" (C. Heinicke); "Prevention and Remediation of Learning Disorders through Early Childhood Compensatory Education" (H. Spicker); "Preschool Intervention for the Disadvantaged Child--A Challenge for Special Education" (D. Weikart); "Early Childhood Special Education for Hearing Handicapped Children" (D. Moores); "Implications from Education of the Visually Handicapped for Early Childhood Education" (C. Nolan); and "Early Childhood and Special Education for Children with Social and Emotional Disturbances" (F. Garfunkel). Each paper is preceded by an introduction. (SBH)

This document is one in a series of monographs aimed at providing a narrative summary of ideas and thoughts gathered from particular community segments represented in a series of mini-conferences held to discuss the concept of collaboration in career education. In this monograph, the career education activities of the American Legion and American Legion Auxiliary are discussed. First, an overview of these organizations is presented. Next, specific career education program activities suggested by the PACT ("Post Auxiliary Community Together in Education") booklet are described. Suggestions for infusing career education into on-going Legion/Legion Auxiliary programs, such as Boys State and Girls State, are also included. Finally, problems facing the American Legion/and American Legion Auxiliary in career education are discussed, along with the potential of these organizations for making positive contributions to career education. Appended are lists of mini-conference participants and of related issues and questions generated in the mini-conference. (The proceedings of each mini-conference are reported in detail in ERIC documents CE 020 110-111). (BM)

A summary is presented of the proceedings of a South Carolina conference of vocational and technical college presidents and directors which focused on (1) the articulation of selected secondary level vocational education and similar postsecondary level technical institution programs and (2) mutual concerns of vocational directors and technical institution administrators. The report includes a speech by Dr. Gene Bottoms discussing the professional basis for articulation, national concerns in vocational education, and the basis for federal investment in vocational education and a speech by Dr. Dan Dunham addressing eight priorities in education and the need for articulation between secondary and postsecondary vocational education and between vocational education and the work place. Abstracts of presentations by program participants and representatives of the Trident Technical College area are also given. A summary of decisions reached by conference discussion groups is outlined; forms used by discussion groups to list needs are appended. (LRA)

This handbook provides incentives for individuals to improve the quality of life in Kentucky communities by becoming involved in community education. An effective community education program provides educational, recreational, social, and cultural services which work toward improving community life. The school often plays a key role in the delivery of community services provided by institutions, organizations, agencies, and individuals at the local, state, and national levels. The document is presented in five chapters. Various chapters are included on defining the concept, discussing the legal basis and regulations, identifying needs and resources, financing community education programs, organizing a community council, and training and technical assistance. A competency profile for community education leadership is also included. Copies of a resolution, budget, and contracts as well as interest surveys, evaluation forms, a diagram of an information and referral system and a list of possible funding sources and services are provided. (KC)